Child development最新文献

{"title":"Toddlers' visual exploration during decisions predicts uncertainty monitoring 1 year later","authors":"Sarah Leckey, Christopher Gonzales, Diana Selmeczy, Simona Ghetti","doi":"10.1111/cdev.14174","DOIUrl":"https://doi.org/10.1111/cdev.14174","url":null,"abstract":"The longitudinal relation between toddlers' behaviors in uncertain situations (e.g., information seeking, hesitation) and preschoolers' uncertainty monitoring was investigated (between 2014 and 2019 in Northern California; Time 1: <i>N</i> = 183, <i>M</i> = 28.99 months, 53% female, 67.8% White; Time 2: <i>N</i> = 159, <i>M</i> = 41.64 months, 52.2% female). Eye movements and response latencies were recorded as children identified a target from two partially occluded (Time 1) or degraded (Time 2) images. Confidence ratings for identifications were collected at Time 2. At Time 1, gaze transitions between response options, but not response latencies and mental state language, predicted Time 2 uncertainty monitoring. Overall, these findings provide the first direct evidence of connections between toddlers' uncertainty behaviors and preschoolers' uncertainty monitoring.","PeriodicalId":10109,"journal":{"name":"Child development","volume":"217 1","pages":""},"PeriodicalIF":4.6,"publicationDate":"2024-09-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142325776","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Parent emotional support alters the association between parent–child interbrain synchrony and interaction quality","authors":"Jianjie Xu, Sihan Liu, Yuhao Zhu, Molly E. Hale, Qiandong Wang, Xinni Wang, Mengyu Miranda Gao, Hui Wang, Cynthia Suveg, Zhuo Rachel Han","doi":"10.1111/cdev.14172","DOIUrl":"https://doi.org/10.1111/cdev.14172","url":null,"abstract":"Using functional near-infrared spectroscopy (fNIRS) hyperscanning methodology, this study investigated whether parent emotional support moderated the relation between parent–child interbrain synchrony and interaction quality (via behavioral observation and child-report), controlling for individual emotional distress. Eighty-eight parent–child dyads (96.6% Han ethnicity), including a school-age child between the ages of 6 and 11 (<i>M</i>_age = 8.07 years, SD = 1.16 years; 58.0% boys) and their parent (<i>M</i>_age = 39.03 years, SD = 3.54 years; 69.3% mothers), participated in a cooperative task during which brain activity was assessed. Cluster-based permutations indicated parent–child interbrain synchrony in the left and right temporoparietal junction (TPJ). Interbrain synchrony in the left TPJ positively related to parent–child interaction quality in the context of high parent emotional support, whereas the association was weaker and negative when parents demonstrated low emotional support. Findings suggest the emotional context of an interaction is critical when assessing interbrain synchrony.","PeriodicalId":10109,"journal":{"name":"Child development","volume":"6 1","pages":""},"PeriodicalIF":4.6,"publicationDate":"2024-09-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142325772","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Cognate beginnings to bilingual lexical acquisition.","authors":"Gonzalo Garcia-Castro, Daniela S Avila-Varela, Ignacio Castillejo, Nuria Sebastian-Galles","doi":"10.1111/cdev.14170","DOIUrl":"https://doi.org/10.1111/cdev.14170","url":null,"abstract":"<p><p>Recent studies suggest that cognateness boosts bilingual lexical acquisition. This study proposes an account in which language co-activation accelerates accumulation of word-learning instances across languages. This account predicts a larger cognate facilitation for words in the lower-exposure language than in the higher-exposure language, as the former receive co-activation from their translations more frequently. Bayesian Item Response Theory was used to model acquisition trajectories for 604 Catalan-Spanish translations from a dataset of 366 12-32 month-old bilinguals (M = 22.23 months, 175 female, mainly White, collected 2020-2022). Results show a larger cognate facilitation for words in the lower-exposure language (d = .276), than for words in the higher-exposure language (d = .022), supporting a language exposure-moderated account for the effect of cognateness on lexical acquisition.</p>","PeriodicalId":10109,"journal":{"name":"Child development","volume":" ","pages":""},"PeriodicalIF":3.9,"publicationDate":"2024-09-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142281153","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Doing more than expected: The role of the recipient's neediness in children's perception of their relative prosociality","authors":"Bar Levy-Friedman, Tehila Kogut","doi":"10.1111/cdev.14171","DOIUrl":"https://doi.org/10.1111/cdev.14171","url":null,"abstract":"This study examined children's self-assessment of their prosociality, relative to average peers, in situations where the recipient is described as “needy” versus “not needy” (at a school of average socioeconomic level in south Israel; &lt;i&gt;N&lt;/i&gt; = 158; aged 6–12 years; 51% males, December–May 2021). The results show that older children exhibited the better-than-average (BTA) effect by seeing themselves as more generous than peers. In contrast, younger children displayed the worse-than-average effect by expecting peers to be more generous than themselves. However, both effects were attenuated (&lt;span data-altimg=\"/cms/asset/8a534fa3-1bab-4464-b8f8-ea76b89fc6e5/cdev14171-math-0001.png\"&gt;&lt;/span&gt;&lt;mjx-container ctxtmenu_counter=\"36\" ctxtmenu_oldtabindex=\"1\" jax=\"CHTML\" role=\"application\" sre-explorer- style=\"font-size: 103%; position: relative;\" tabindex=\"0\"&gt;&lt;mjx-math aria-hidden=\"true\" location=\"graphic/cdev14171-math-0001.png\"&gt;&lt;mjx-semantics&gt;&lt;mjx-mrow&gt;&lt;mjx-msubsup data-semantic-children=\"0,1,2\" data-semantic-collapsed=\"(4 (3 0 1) 2)\" data-semantic- data-semantic-role=\"greekletter\" data-semantic-speech=\"eta Subscript normal p Superscript 2\" data-semantic-type=\"subsup\"&gt;&lt;mjx-mi data-semantic-annotation=\"clearspeak:simple\" data-semantic-font=\"italic\" data-semantic- data-semantic-parent=\"4\" data-semantic-role=\"greekletter\" data-semantic-type=\"identifier\"&gt;&lt;mjx-c&gt;&lt;/mjx-c&gt;&lt;/mjx-mi&gt;&lt;mjx-script style=\"vertical-align: -0.247em; margin-left: 0px;\"&gt;&lt;mjx-mn data-semantic-annotation=\"clearspeak:simple\" data-semantic-font=\"normal\" data-semantic- data-semantic-parent=\"4\" data-semantic-role=\"integer\" data-semantic-type=\"number\" size=\"s\"&gt;&lt;mjx-c&gt;&lt;/mjx-c&gt;&lt;/mjx-mn&gt;&lt;mjx-spacer style=\"margin-top: 0.297em;\"&gt;&lt;/mjx-spacer&gt;&lt;mjx-mi data-semantic-annotation=\"clearspeak:simple\" data-semantic-font=\"normal\" data-semantic- data-semantic-parent=\"4\" data-semantic-role=\"latinletter\" data-semantic-type=\"identifier\" size=\"s\"&gt;&lt;mjx-c&gt;&lt;/mjx-c&gt;&lt;/mjx-mi&gt;&lt;/mjx-script&gt;&lt;/mjx-msubsup&gt;&lt;/mjx-mrow&gt;&lt;/mjx-semantics&gt;&lt;/mjx-math&gt;&lt;mjx-assistive-mml display=\"inline\" unselectable=\"on\"&gt;&lt;math altimg=\"urn:x-wiley:00093920:media:cdev14171:cdev14171-math-0001\" display=\"inline\" location=\"graphic/cdev14171-math-0001.png\" overflow=\"scroll\" xmlns=\"http://www.w3.org/1998/Math/MathML\"&gt;&lt;semantics&gt;&lt;mrow&gt;&lt;msubsup data-semantic-=\"\" data-semantic-children=\"0,1,2\" data-semantic-collapsed=\"(4 (3 0 1) 2)\" data-semantic-role=\"greekletter\" data-semantic-speech=\"eta Subscript normal p Superscript 2\" data-semantic-type=\"subsup\"&gt;&lt;mi data-semantic-=\"\" data-semantic-annotation=\"clearspeak:simple\" data-semantic-font=\"italic\" data-semantic-parent=\"4\" data-semantic-role=\"greekletter\" data-semantic-type=\"identifier\"&gt;η&lt;/mi&gt;&lt;mi data-semantic-=\"\" data-semantic-annotation=\"clearspeak:simple\" data-semantic-font=\"normal\" data-semantic-parent=\"4\" data-semantic-role=\"latinletter\" data-semantic-type=\"identifier\" mathvariant=\"normal\"&gt;p&lt;/mi&gt;&lt;mn data-semantic-=\"\" data-semantic-annotation=\"clearspeak:simple\" data-semantic-font=\"normal\" data-semantic-par","PeriodicalId":10109,"journal":{"name":"Child development","volume":"5 1","pages":""},"PeriodicalIF":4.6,"publicationDate":"2024-09-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142247141","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The role of focused attention in learning from early childhood to late adolescence: Implications of neonatal brainstem compromise following preterm birth","authors":"Or Burstein, Maya Sabag, Lea Kurtzman, Ronny Geva","doi":"10.1111/cdev.14167","DOIUrl":"https://doi.org/10.1111/cdev.14167","url":null,"abstract":"This comprehensive longitudinal study explored for the first time the interrelations between neonatal brainstem abnormalities, focused attention (FA), and learning—following a preterm cohort (<i>N</i> = 175; 46.3% female; predominantly White) from birth (2003–2006) to 17 years. The findings indicated that FA during early childhood was associated with language outcomes in toddlerhood (<i>n</i> = 131) and academic and attention self-report indices in late adolescence (<i>n</i> = 44). Pilot assessments indicated that FA at 17 years (<i>n</i> = 25) was also associated with concurrent academic and attention functioning. Structural equation modeling analyses revealed that neonatal brainstem functioning, manifested in auditory brainstem response patterns, was associated with early-life FA competence, which affected learning development. Implications underscore the essential role of early brainstem function and FA in shaping childhood learning trajectories.","PeriodicalId":10109,"journal":{"name":"Child development","volume":"332 1","pages":""},"PeriodicalIF":4.6,"publicationDate":"2024-09-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142246254","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Finger counting training enhances addition performance in kindergarteners.","authors":"Céline Poletti,Marie Krenger,Marie Létang,Brune Hennequin,Catherine Thevenot","doi":"10.1111/cdev.14146","DOIUrl":"https://doi.org/10.1111/cdev.14146","url":null,"abstract":"Our study on 328 five- to six-year-old kindergarteners (mainly White European living in France, 152 girls) shows that children who do not count on their fingers and undergo finger counting training exhibit drastic improvement in their addition skills from pre-test to post-test (i.e., accuracy from 37.3% to 77.1%) compared to a passive control group (39.6% to 47.8%) (p < .001, η p 2 $$ {eta}_{mathrm{p}}^2 $$  = .15). This result was replicated on a much smaller scale (37 five- to six-year-olds, mainly White European, 22 girls) but in more controlled setup and was further replicated with an active control group (84 five- to six-year-olds, mainly White European, 37 girls). Therefore, we demonstrate here for the first time that training finger counting constitutes a highly effective method to improve kindergarteners' arithmetic performance.","PeriodicalId":10109,"journal":{"name":"Child development","volume":"193 1","pages":""},"PeriodicalIF":4.6,"publicationDate":"2024-09-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142245410","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Correction to Girls are good at STEM: Opening minds and providing evidence reduces boys' stereotyping of girls' STEM ability","authors":"","doi":"10.1111/cdev.14165","DOIUrl":"10.1111/cdev.14165","url":null,"abstract":"<p>Cyr, E. N., Kroeper, K. M., Bergsieker, H. B., Dennehy, T. C., Logel, C., Steele, J. R., … Spencer, S. J. (2024). Girls are good at STEM: Opening minds and providing evidence reduces boys' stereotyping of girls' STEM ability. <i>Child Development</i>, 95(2), 636–647.</p><p>In Table 2, two non-focal covariate labels (“Site” and “Year”) were reversed. Row 3 should say “Year” and Row 4 should say “Site (F)”. No intervention-related results or conclusions were affected by this covariate labeling reversal.</p><p>We apologize for this error.</p>","PeriodicalId":10109,"journal":{"name":"Child development","volume":"95 6","pages":"2255"},"PeriodicalIF":3.9,"publicationDate":"2024-09-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/cdev.14165","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142236637","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The self‐memory system: Exploring developmental links between self and memory across early to late childhood","authors":"Josephine Ross, Jacqui Hutchison, Sheila J. Cunningham","doi":"10.1111/cdev.14163","DOIUrl":"https://doi.org/10.1111/cdev.14163","url":null,"abstract":"This study tests whether developments in self‐knowledge and autobiographical memory across early to late childhood are related. Self‐descriptions and autobiographical memory reports were collected from 379 three‐ to eleven‐year‐old predominantly white Scottish children, <jats:italic>M</jats:italic><jats:sub>age</jats:sub> = 90.3 months, SD = 31.1, 54% female. Episodic memory was measured in an enactment task involving recall and source monitoring of performed and witnessed actions. The volume and complexity of self‐knowledge and autobiographical memory reports increased with age, as did source monitoring ability and recall bias for own actions. Regression analyses and structural equation modeling confirmed a close association between these developments. These results inform our theoretical understanding of the development of the self‐memory system in childhood, which may contribute to the gradual offset of childhood amnesia.","PeriodicalId":10109,"journal":{"name":"Child development","volume":"16 1","pages":""},"PeriodicalIF":4.6,"publicationDate":"2024-09-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142160366","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Bidirectional negative relation between young children's persistence and cheating.","authors":"Li Zhao, Junjie Peng, Kang Lee","doi":"10.1111/cdev.14159","DOIUrl":"https://doi.org/10.1111/cdev.14159","url":null,"abstract":"<p><p>This research examined the link between persistence and cheating in 3- to 6-year-old children (2021-2022, N = 200, 100 boys; M_age = 4.85 years; all middle-class Han Chinese). Study 1 used a challenging game to measure whether children would cheat when they were allowed to play the game unsupervised. Results indicated that children's situational, but not trait, persistence negatively correlated with cheating: the higher children's situational persistence, the less likely they cheated. Study 2 not only replicated the results of Study 1 but also discovered that children who cheated became less persistent afterward. Our research reveals a novel bidirectional relation between situational persistence and cheating and underscores the importance of nurturing persistence in early childhood as a strategy to foster honesty.</p>","PeriodicalId":10109,"journal":{"name":"Child development","volume":" ","pages":""},"PeriodicalIF":3.9,"publicationDate":"2024-09-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142139412","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Impact of late to moderate preterm birth on minimal pair word-learning.","authors":"Clément François, Antoni Rodriguez-Fornells, Xim Cerda-Company, Thaïs Agut, Laura Bosch","doi":"10.1111/cdev.14160","DOIUrl":"https://doi.org/10.1111/cdev.14160","url":null,"abstract":"<p><p>Little is known about language development after late-to-moderate premature birth, the most significant part of prematurity worldwide. We examined minimal-pair word-learning skills in 18 eighteen-month-old healthy full-term (mean gestational age [GA] at birth = 39.6 weeks; 7 males; 100% Caucasian) and 18 healthy late-to-moderate preterm infants (mean GA at birth 33.7 weeks; 11 males; 100% Caucasian). Data were collected in the local urban area of Barcelona city from May 2015 to August 2016. Toddlers first associated two pseudo-words, forming a minimal pair based on a voice onset time distinction of the initial consonant, with two unfamiliar objects during a habituation phase. A visual choice test assessed their recognition of the two novel word-object associations and some familiar word-object pairs. While full-terms successfully mapped the similar sounding pair of novel words (d = 1.57), preterms could not (d = 0.17). These results suggest that late to moderate preterm birth can hinder basic associative learning mechanisms relying on fine temporal speech features.</p>","PeriodicalId":10109,"journal":{"name":"Child development","volume":" ","pages":""},"PeriodicalIF":3.9,"publicationDate":"2024-09-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142132006","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}